Syllabus -- Advanced Literature: Portraits of the American South

Advanced Literature: Portraits of the American South

August 19^th – October 17^th, 2013

MW 10:40 - 12:10, Room _

http://boulderprepadvlit.blogspot.com/

Shane Abrams

shaneabrams@boulderprep.org

Course Texts

Hurston, Zora Neale. Their Eyes Were Watching God. New York: Harper, 1937. Print.

The vast majority of course texts will be provided in handouts; a folder, binder, or other organizational system will be necessary.

The Bedford Glossary of Critical and Literary Terms, 3^rd ed. Eds. Ross Murfin and Supryia M. Ray. Boston: Bedford, 2009. Print.

The following blog will also serve as a resource for disseminating materials, notes, and texts: 

http://boulderprepadvlit.blogspot.com/

Course Description

This course will examine the characteristics of the pre-Civil Rights American South through the scope of Zora Neale Hurston’s classic novel, Their Eyes Were Watching God, along with supplementary poems, short stories, and critical texts. Advanced Literature is designed as a Boulder Prep Language Arts capstone reading class with the intent to prepare students for a college-level literature course. By studying Hurston’s novel and other related texts, students will gain greater insight to the particularly time period and cultural setting of the South in the 1900s while also developing awareness of literature as a cultural reflection and critique.

Learning Outcomes and Essential Questions

During this course, students will develop the ability to…

·       read, analyze, discuss, and respond to a variety of texts.

·       engage in unique and relevant literary discussions and assignments by drawing on personal experiences, academic analysis, and textual information

·       develop higher-level cognition skills and critical reading techniques to engage literature at a college preparatory level.

We will aim to explore—perhaps even answer—some of the following questions:

·       How does literature reflect and critique our current society? Our historical backgrounds?

·       What role does ethnicity and cultural heritage play in our social circumstance and participation?

·       What factors of culture and geography contribute to identity and life experience?

Outcomes Assessment

The following assignments will be used to assess students’ progress toward learning outcomes: participation & attendance (graded daily); daily journal entries (graded once per block); in-class and out-of-class assignments; a midterm project or exam; and a final analysis and presentation. Additionally, other artistic or academic assignments will be collected and assessed when the instructor sees appropriate.

Classroom Policy – Grading, Attendance, and Comportment

Grades for Advanced Literature will be calculated on a points-based scale; i.e., each assignment, including long-term projects and daily participation grades, will be valued at a certain number of points possible. Over the 8-week course, points possible will amount to roughly 1000-1200 points. At any time, a student may request his or her grade, and I will do my best to provide a response in a timely fashion.

Extra credit will not be provided, barring unforeseen, extenuating circumstances; therefore, students are expected to complete each and every assignment to the best of their respective abilities. Opportunity for success will not be withheld: each student will have the chance to excel, in terms of grades and personal growth. However, the burden lies upon the student to optimize these opportunities.

Students should attend all classes as possible. There will be only 15 sessions of Advanced Literature; each absence is detrimental to learning potential. I will not deduct points for absences, whether they are excused or unexcused. However, students are always responsible for information, work, and cumulative assignments which they miss when absent: missing multiple classes will unforgivingly hinder a student’s academic success. If a student misses class, I advise visiting the course blog – http://boulderprepdadvlit.blogspot.com/— to see what she or he missed and what she or he needs in order to catch up. If you know in advance that you will miss a class, please consult with me beforehand.

Students are expected to arrive to class on time. This means that each student should be sitting at a desk with all necessary materials, including any assigned reading for the class, ready to begin working at 10:40. This does not mean walking from the Commons to the classroom at 10:40; this does not mean arriving at 10:39 and leaving to use the bathroom until 10:45. In regards to individual breaks, you should think of yourselves as adults during this class: leave the classroom only when you must and only when it is appropriate. At the maximum, only one student should be out of the classroom at any given time.

My classroom is a place for personal growth, be it intellectual, emotional, or otherwise. I expect all students to help me maintain an environment conducive to such growth. All students are entitled to the right to improve and evolve, and no person should infringe upon this right in any manner. My classroom will be a safe and respectful environment for my students to exercise their right to learn.

Course Specific Grades:

Daily participation – 10 pts. / day

Daily journal entries – 150 pts.

Discussion questions/golden lines – approx. 200 pts.

General assignments – 10-20 pts. / each (approx. 200 pts. total)

Midterm – 200 pts.

Final project – 300 pts.

                  * see particular assignment sheets for specific breakdown and expectations

Academic Honesty

Plagiarism and cheating, whether intentional or unintentional, shall not be tolerated. Every student is expected to follow any and all codes of academic honesty endorsed by Boulder Preparatory High School.

Electronic Devices

In order to contribute to a classroom environment which respects everyone’s educational opportunities, students are asked to refrain from the use of cell phones and other unnecessary and/or distracting devices during class time. When you are in class, regardless of the nature of the activity, your cell phone should be put away, your music device shut off, and any other devices out of sight. Devices that seem to be distracting any student will be impounded for the remainder of the period.

Materials Needed

Please bring these things to class every day:

Writing materials (pen/pencil, paper)

Course texts (Their Eyes, handouts, assignments, etc.)

Writing journal

Binder, folder, or other organizational system for hand-out readings

Approximate Schedule of Study and Curriculum

This schedule is a rough estimate and is subject to change.

            Reading assignments should be completed before the beginning of the class period for which they are listed.

Week one (8/19 - 8/23) –	Introduction to Critical Reading and Analysis Social Circumstance and History in the American South
Week two (8/26 - 8/30) –	Introduction to Zora Neale Hurston and the Harlem Renaissance 8/28 – p. 26, Their Eyes Were Watching God
Week three (9/3 - 9/6) –	Psychoanalytic Criticism 9/5 – p.100, TEWWG
Week four (9/9 - 9/13) –	Marxist Criticism 9/9 – p. 147, TEWWG 9/11 – p.154, TEWWG Midterm projects due no later than 3:00 PM on 9/11!
Week five (9/16 - 9/20) –	Feminist Criticism 9/16 – p. 190, TEWWG 9/18 – p.193, TEWWG
Week six (9/23 - 9/27) –	Critical Race Theory / Multiculturalism
Week seven (9/30 - 10/4) –	Short Fiction and Poetry of the Harlem Renaissance and the American South
Week eight (10/7 - 10/14) –	Short Fiction and Poetry of the Harlem Renaissance and the American South

Miscellaneous

I reserve the right to amend or alter this syllabus; please note that any changes are made in an effort to create the best possible academic environment. I will notify students of any such changes as promptly as possible.

I wholeheartedly welcome feedback. Please do not hesitate to provide response to my teaching practices, assignments, etc.—but please provide this feedback while class is not in session.

 [Please complete and return this section.]

During the course of this block, I hope to:

	Identify at least two concrete, measurable academic goals.
	Identify at least two abstract, subjective, and/or personal goals.

I think my biggest asset as a student is:

I believe my greatest struggle as a student is:

I do best on assignments which:

I, _______________________________, hereby acknowledge that I have received and reviewed this

(print name)

syllabus. Any questions or concerns that have arisen have been addressed adequately.

I recognize that I am a student: I am capable of anything I encounter in this course, though it may be challenging—and it should be challenging. I will not state that I “can’t” do something, but that I “can’t yet.” I will ask for help when I need it, whether assistance is from Shane, from my peers, or from another responsible individual.

I will contribute to a classroom environment which is healthy, fun, welcoming, intellectual, emotional, and safe, among other things.

I will respect everyone’s educational opportunities; I will respect our building; I will respect my peers’ and instructors’ belongings; I will respect everyone’s right to make amends.

I will be the best person—intellectually, socially, and otherwise—that I can be.

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